Investigating EFL Learners' Perceptions of the Use of AI Language Tools: A MixedMethod Study

Artificial Intelligence-powered educational tools are increasingly shaping language learning worldwide; however, there is still limited research on how EFL learners in multilingual contexts perceive and experience these technologies. This study investigates the perceptions of English as a foreign language (EFL) learners at Nawroz University in the Kurdistan Region of Iraq regarding AI language-learning tools. Understanding these perceptions is crucial for effective pedagogical ntegration in culturally diverse educational settings. The study employs a mixed-methods design, utilizing a 28-item Likert-scale questionnaire (7-point scale) organized into six primary constructs derived from the TechnologyAcceptance Model and Constructivist Learning Theory. The researcher administered the questionnaire via the SurveyMonkey platform to 112 participants through academic communication channels, receiving 100 responses. The findings revealed positive insights into AI language-learning tools: 71% of participants reported increased confidence in their English, and 56% indicated that they received adequate learning support. The key factors identified included personalized learning pathways, immediate feedback, pronunciation exercises, and interactive dialogue capabilities. The study found noticeable improvement across several language skills, particularly in speaking confidence and grammatical accuracy. At the same time, educators need to take into account cultural contexts, levels of technological literacy, and the role of human instruction when implementing AI tools. Understanding learners’ perceptions of AI language tools can therefore offer teachers useful guidance for integrating AI-supported learning in multilingual EFL settings.